Experiences of students with Experiences of students with Asperger Syndrome making Asperger Syndrome making

their transition into universitytheir transition into university

Manny MadriagaManny MadriagaHEA Research Seminar SeriesHEA Research Seminar Series

7 February 2008 7 February 2008

outlineoutline

Brief backgroundBrief background What is Asperger Syndrome (briefly)What is Asperger Syndrome (briefly) The methods of studyThe methods of study Findings Findings Concluding thoughtsConcluding thoughts

a bit of backgrounda bit of background

Much research has been done about Much research has been done about the disabled student experience in HEthe disabled student experience in HE

What about students with specific What about students with specific impairments... like students with AS?impairments... like students with AS? 475 students with 'ASD' in 1st-year HE 475 students with 'ASD' in 1st-year HE

05/06 05/06 290 in 04/05; 80 in 03/04 (HESA)290 in 04/05; 80 in 03/04 (HESA)

What do students with AS have to say What do students with AS have to say about their learning experiences in HE?about their learning experiences in HE?

particular aimsparticular aims

Gain some insight on teaching, learning Gain some insight on teaching, learning and assessment experiences of students and assessment experiences of students with AS in HEwith AS in HE

Moving beyond 'base-level' thinking in Moving beyond 'base-level' thinking in terms of inclusive practice (HEFCE/HEFCW terms of inclusive practice (HEFCE/HEFCW 1999)1999)

What is Asperger Syndrome?What is Asperger Syndrome?(medical model views)(medical model views)

Asperger Syndrome (AS) considered Asperger Syndrome (AS) considered to be a ‘devastating developmental to be a ‘devastating developmental disorder…’(Williams, 2004:704)disorder…’(Williams, 2004:704)

Triad of impairmentsTriad of impairments Theory of mindTheory of mind Sensory Sensory differencesdifferences??

Asperger Syndrome Asperger Syndrome (from a social model perspective)(from a social model perspective)

According to Molloy and Vasil (2002), According to Molloy and Vasil (2002), Asperger syndrome as a Asperger syndrome as a categorycategory has value in special education. They has value in special education. They argue that AS is not located within argue that AS is not located within the individual: 'no gene or discovery the individual: 'no gene or discovery of different neurological "wiring" of different neurological "wiring" arrangements will wholly explain AS' arrangements will wholly explain AS' (2002: 665). (2002: 665).

constructing differenceconstructing difference

'...labels are frequently required to '...labels are frequently required to enable access to specialist funding enable access to specialist funding which sets the child on the road to which sets the child on the road to specialist - and mostly segregated - specialist - and mostly segregated - provision and ultimately moving provision and ultimately moving towards and excluded future' (Hodge towards and excluded future' (Hodge 2005: 348).2005: 348).

… … the studythe study

Gain some insight on how students with Gain some insight on how students with AS experience their transition into HE AS experience their transition into HE (via a longitudinal study, using life-(via a longitudinal study, using life-histories)histories)

7 first-year students; 1 MA student7 first-year students; 1 MA student Funded by the Higher Education Funded by the Higher Education

Academy, working alongside Nick Academy, working alongside Nick Hodge, Nicola Martin and Dan Goodley Hodge, Nicola Martin and Dan Goodley

Diversity of respondents...Diversity of respondents...

diversity of ASdiversity of AS

There is nothing more annoying than reading a There is nothing more annoying than reading a book by someone who says Asperger book by someone who says Asperger Syndrome is this, this and this and they got Syndrome is this, this and this and they got Asperger Syndrome and present it as the Asperger Syndrome and present it as the definitive article, or present themselves as the definitive article, or present themselves as the definitive article. As with everyone, everyone definitive article. As with everyone, everyone is an individual, and Asperger Syndrome adds is an individual, and Asperger Syndrome adds and subtracts from certain aspects of that… It and subtracts from certain aspects of that… It is like chicken tikka massala (MA student)is like chicken tikka massala (MA student)

inside classroominside classroom

In a survey of GEES disabled In a survey of GEES disabled students at 6 HEIs (n=80), 54% of students at 6 HEIs (n=80), 54% of them ‘faced’ disability-related them ‘faced’ disability-related barriers in lectures (Healey barriers in lectures (Healey et al.et al., , 2006)2006)

Anything particular about our Anything particular about our respondents?respondents?

lectureslectures

Get rid of the lecturer. Find somebody who Get rid of the lecturer. Find somebody who can actually teach. What does the lecturer can actually teach. What does the lecturer do? He just stands in the front and goes do? He just stands in the front and goes blah, blah, blah and that's it. A lot of them blah, blah, blah and that's it. A lot of them just stand in the front and have this spiel for just stand in the front and have this spiel for an hour. 'There you are. I shared my an hour. 'There you are. I shared my knowledge. Go away. Read the books. knowledge. Go away. Read the books. Then, come back to me with an assignment Then, come back to me with an assignment or whatever.' If a lecturer can't lecture, get or whatever.' If a lecturer can't lecture, get somebody who can actually teach, just a somebody who can actually teach, just a qualified teacher, not an academic, a qualified teacher, not an academic, a teacher (politics student).teacher (politics student).

lectureslectures

At one point he had about fifteen At one point he had about fifteen jumpers on and stood on the thing at jumpers on and stood on the thing at the front that he's supposed to lecture the front that he's supposed to lecture on, and he stood on it and was showing on, and he stood on it and was showing all the different colours on his jumper all the different colours on his jumper to trees at different stages in the year. to trees at different stages in the year. He's taking off jumpers and throwing He's taking off jumpers and throwing them about… (zoology student).them about… (zoology student).

lectureslectures

They are the ones who make people laugh They are the ones who make people laugh and are entertaining. We just finished with and are entertaining. We just finished with one of them now. He has been teaching us one of them now. He has been teaching us since the semester began on brain and since the semester began on brain and behaviour. I think it was the first time since behaviour. I think it was the first time since we had our introduction talk that we actually we had our introduction talk that we actually gave our lecturer a round of applause. He gave our lecturer a round of applause. He actually got one at the end. He said that this actually got one at the end. He said that this was our last lecture. We have a seminar was our last lecture. We have a seminar tomorrow, so this is basically the last lecture. tomorrow, so this is basically the last lecture. He got a big applause from everybody. I He got a big applause from everybody. I think he is very well-loved (psychology think he is very well-loved (psychology student).student).

groupworkgroupwork

… …trying to survive in social situations trying to survive in social situations with people with Asperger Syndrome with people with Asperger Syndrome is a bit like trying to get someone is a bit like trying to get someone with a broken leg to walk upstairs – with a broken leg to walk upstairs – they can just about crawl themselves they can just about crawl themselves up it if they’re lucky (MA student).up it if they’re lucky (MA student).

groupworkgroupwork

When I was first paired-off with a total stranger, I was When I was first paired-off with a total stranger, I was not very content of working. I would have preferred not very content of working. I would have preferred working with a girl actually, because I know they are a working with a girl actually, because I know they are a bit more enthusiastic. Unfortunately, it took quite a bit more enthusiastic. Unfortunately, it took quite a lot of time for me to be able to work with this boy on lot of time for me to be able to work with this boy on my own accord. So, therefore, I had to make the my own accord. So, therefore, I had to make the effort with this boy even if I knew nothing about him. effort with this boy even if I knew nothing about him. Therefore, I had to get to know this boy and prove to Therefore, I had to get to know this boy and prove to myself that he is not such a bad person, which he myself that he is not such a bad person, which he isn't. He is all right now, so that's good. For me, it isn't. He is all right now, so that's good. For me, it takes quite a bit of effort to get to know the person in takes quite a bit of effort to get to know the person in a way (art student).a way (art student).

seminarsseminars

[politics student]: It is just seems to be [politics student]: It is just seems to be me and the lecturer talking, that's it. me and the lecturer talking, that's it. Everyone sits there and bloody listens. Everyone sits there and bloody listens. So, there is no debate!So, there is no debate!

[MM]: Are you the only one who raises a [MM]: Are you the only one who raises a hand?hand?

  [politics student]: There is me; the one [politics student]: There is me; the one

who can't do social things. who can't do social things.

assessmentassessment

Waterfield Waterfield et al.et al. (2006: 81) [SPACE (2006: 81) [SPACE Project] - special exam arrangements Project] - special exam arrangements – ‘– ‘ad hocad hoc response with resource and response with resource and equity implications that are neither equity implications that are neither desirable or sustainable.’desirable or sustainable.’

assessmentassessment

Do you think it is actually a good Do you think it is actually a good thing sticking someone in an exam thing sticking someone in an exam room for 3-hours anyway whether room for 3-hours anyway whether they are disabled or not? C'mon. they are disabled or not? C'mon. Think about it! (politics student).Think about it! (politics student).

assessmentassessment

‘ ‘I didn't actually use the extra time, but it I didn't actually use the extra time, but it was a lot of comfort knowing it was there... was a lot of comfort knowing it was there... cos I didn't have to rush at all. I finished cos I didn't have to rush at all. I finished within all the preset time zones’ (zoology within all the preset time zones’ (zoology student)student)

‘ ‘...in the two exams that I did, I finished ...in the two exams that I did, I finished early. In fact, I finished ridiculously early early. In fact, I finished ridiculously early even with extra time. I think I finished the even with extra time. I think I finished the first one in a half-hour of an hour-and-a-bit first one in a half-hour of an hour-and-a-bit including extra time...’ (psychology student).including extra time...’ (psychology student).

assessmentassessment

I wanted to be in a separate room, on I wanted to be in a separate room, on my own, just in case I have a fit. my own, just in case I have a fit. When there are other people, I will be When there are other people, I will be making noises. It will be distracting making noises. It will be distracting for everyone else there. That would for everyone else there. That would really embarrass me as well. If I did really embarrass me as well. If I did not have that, I will take it in a room not have that, I will take it in a room with everybody else… (cont.) with everybody else… (cont.)

assessmentassessment

I remember this little small test we I remember this little small test we had. I was taking the test on one side. had. I was taking the test on one side. I was sitting in a corner. I felt like I I was sitting in a corner. I felt like I was going to have one [fit], but I didn't was going to have one [fit], but I didn't know what to do. So, I just sat there know what to do. So, I just sat there and hope for the good. I ended up on and hope for the good. I ended up on the other side of the desk. I felt really the other side of the desk. I felt really embarrass (computer science student).embarrass (computer science student).

assessmentassessment

I just told them that I am special. And I just told them that I am special. And they are like okay, but I think they they are like okay, but I think they assume that I am dyslexic. I remember assume that I am dyslexic. I remember speaking to some people before the speaking to some people before the midterm exams and the couple of midterm exams and the couple of people who come out the exam early, people who come out the exam early, like I did, and we were talking about it. like I did, and we were talking about it. They just assumed that I was dyslexic. They just assumed that I was dyslexic. So, I just go with that. It is far easier So, I just go with that. It is far easier than explaining anything else than explaining anything else (psychology student).(psychology student).

'learning environments''learning environments'

Breakey (2006) – separate catering Breakey (2006) – separate catering accommodations for students with accommodations for students with AS due to sensory AS due to sensory differencesdifferences??

excluded?excluded?Social barriers Social barriers stillstill to breakdown to breakdown‘‘Many disabled people are in the community, but not Many disabled people are in the community, but not

part of the community’ (Shakespeare 2006: 175).part of the community’ (Shakespeare 2006: 175).

Feelings of social isolation:Feelings of social isolation:[Interviewer]: In terms of course support, it has been [Interviewer]: In terms of course support, it has been

spectacular? spectacular? [MA student]: Absolutely, I couldn't have asked for [MA student]: Absolutely, I couldn't have asked for

more. more. [Interviewer]: In terms of the personal?[Interviewer]: In terms of the personal?[MA student]: Well, I could always wish for more. [MA student]: Well, I could always wish for more.

But, you know there are no answers. Believe me, I But, you know there are no answers. Believe me, I have looked (chuckle). The only thing that I found have looked (chuckle). The only thing that I found I can do is just grit my teeth and get on with it.I can do is just grit my teeth and get on with it.

excluded?excluded?

[geography student]: I don't think I am missing [geography student]: I don't think I am missing out on the event (e.g. Fresher’s Week) itself, out on the event (e.g. Fresher’s Week) itself, because I know that I would not enjoy it. But, because I know that I would not enjoy it. But, it is annoying when everyone is like 'do you it is annoying when everyone is like 'do you know what so and so said last night. It was so know what so and so said last night. It was so funny!' I will be like, 'No. I don't know.' funny!' I will be like, 'No. I don't know.'

[Interviewer]: Are you okay?[Interviewer]: Are you okay?

[geography student]: I don't know. I like to go [geography student]: I don't know. I like to go out with them but at the same time I wouldn't.out with them but at the same time I wouldn't.

university responsibility...university responsibility...

... not just the responsibility of ... not just the responsibility of student services, particularly student services, particularly disabled student support teamsdisabled student support teams

‘‘It all went chaotic last term, because It all went chaotic last term, because they couldn't work out what I they couldn't work out what I needed. They were trying to give me needed. They were trying to give me things that I did not need’ things that I did not need’ (psychology student)(psychology student)

concluding thoughtsconcluding thoughts

As evidenced here, ‘base-level’ thinking is As evidenced here, ‘base-level’ thinking is becoming taken-for-granted in making becoming taken-for-granted in making 'reasonable adjustments’.'reasonable adjustments’.

There is a wide range of differences There is a wide range of differences underneath the umbrella of AS, thus support underneath the umbrella of AS, thus support has to be just as diverse. has to be just as diverse.

There is a need to think critically and There is a need to think critically and creatively in becoming more inclusive when creatively in becoming more inclusive when delivering our TLA, not settling for 'base-level' delivering our TLA, not settling for 'base-level' provision. provision.

nice linksnice links

For overview of resourcesFor overview of resources http://www.heacademy.ac.uk/ourwork/http://www.heacademy.ac.uk/ourwork/

learning/disabilitylearning/disability For inclusive assessments (SPACE For inclusive assessments (SPACE

Project):Project): http://www.plymouth.ac.uk/pages/http://www.plymouth.ac.uk/pages/

view.asp?page=10494view.asp?page=10494

some referencessome references

Breakey, C. (2006) Breakey, C. (2006) The Autism Spectrum and The Autism Spectrum and Further Education: A Guide to Good PracticeFurther Education: A Guide to Good Practice, , London: Jessica Kingsley.London: Jessica Kingsley.

Beardon, L. and Edmonds, G. (2007) ASPECT Beardon, L. and Edmonds, G. (2007) ASPECT Consultancy Report: A national report on the Consultancy Report: A national report on the needs of adults with Asperger Syndrome, needs of adults with Asperger Syndrome, Sheffield: Asperger Syndrome People Sheffield: Asperger Syndrome People Contributing for Themselves (ASPECT). Contributing for Themselves (ASPECT). Available from: http://www.aspectaction.org.ukAvailable from: http://www.aspectaction.org.uk

some referencessome references

Gravestock, P. (2006) Gravestock, P. (2006) Developing an inclusive Developing an inclusive curriculum: a guide for lecturerscurriculum: a guide for lecturers, Gloucestershire, , Gloucestershire, Geography Discipline Network, University of Geography Discipline Network, University of GloucestershireGloucestershire

Healey, M., Bradley, A., Fuller, M. and Hall, T. Healey, M., Bradley, A., Fuller, M. and Hall, T. (2006) ‘Listening to students: The experiences of (2006) ‘Listening to students: The experiences of disabled students of learning at university’, in M. disabled students of learning at university’, in M. Adams and S. Brown, (ed.) Adams and S. Brown, (ed.) Towards Inclusive Towards Inclusive Learning in Higher EducationLearning in Higher Education, Oxon: Routledge, , Oxon: Routledge, pp. 32-43.pp. 32-43.

Contact details:Contact details:

Manny MadriagaManny Madriaga

Research FellowResearch Fellow

Disabled Student Support TeamDisabled Student Support Team

Sheffield Hallam UniversitySheffield Hallam University

M.Madriaga@shu.ac.ukM.Madriaga@shu.ac.uk